ABSTRACT

This qualitative study examines the roles and expectations of teacher leaders who support teachers in their literacy instruction, termed literacy coaches. It explores literacy coaches', teachers', and administrators’ perceptions about literacy coaching efforts established in a state in the US that recently implemented a large-scale funding initiative, the Teacher Leadership Compensation System. Survey data and interviews were analyzed to inform an understanding of the practices that each participant group expected literacy coaches to engage in and how those expectations differed. Additionally, this study explored how literacy coaches reported being prepared for their role and how that differed from how administrators and teachers believed literacy coaches were prepared. It discusses the connections to the importance of establishing a well-articulated literacy coaching program and how clarifying the role of the literacy coach can contribute to the effectiveness of literacy coaching.

摘要

这项定性研究考察了支持教师进行扫盲教学的教师领导者的角色和期望，即所谓的扫盲教练。它探讨了识字教练，教师和管理者对在美国一个州建立的识字教练工作的看法，该州最近实施了大规模的资助计划“教师领导力补偿系统”。对调查数据和访谈进行了分析，以加深对每个参与者组期望扫盲教练从事的实践的理解以及这些期望之间的差异。此外，本研究还探讨了扫盲教练如何为自己的角色做好准备，以及与管理者和教师相信扫盲教练的准备有何不同。